摘要目的 了解实习护生临床学习环境现状,为进一步加强教学管理、改善临床学习环境提供科学依据.方法 2016年11月,采用便利整群抽样法选择某三甲医院的148名实习生,采用护理临床学习环境评价表进行问卷调查,分析不同特征实习生临床实习环境现状的区别.结果 实习生对临床学习环境总体评价得分为(3.81±0.48)分,各维度评分由高到低依次为任务定位(4.06±0.52)分、创新性(3.95±0.59)分、工作氛围和团队文化(3.94±0.53)分、人际关系(3.88±0.56)分、个性化(3.79±0.65)分、学生参与性(3.26±0.53)分.不同性别、学历、实习阶段学生的临床学习环境评价总分差异无统计学意义(P>0.05);但在"学生参与性"维度,不同学历、性别的学生得分差异有统计学意义(P<0.05).结论 实习护生对医院的临床学习环境评价处于一般满意水平,尤其在"个性化""学生参与性"方面评价较低,提示实习生临床学习环境还需不断完善.在"学生参与性"方面,需要针对不同性别、学历实习生采用针对性带教.

abstractsObjective To understand the current status of clinical learning environment among nursing students so as to provide a scientific basis for strengthening teaching management and improving clinical learning environment. Methods A total of 148 nursing students at a class Ⅲ grade A hospital were selected by convenient cluster sampling in November 2016. They were investigated with the nursing clinical learning environment scale (NCLES). At the same time, this study analyzed the differences in clinical learning environment among nursing students with different characteristics. Results The total score of NCLES of nursing students was (3.81±0.48). The scores of dimensions from high to were (4.06±0.52) in task orientation, (3.95±0.59) in innovation, (3.94±0.53) in working atmosphere and group culture, (3.88±0.56) in interpersonal relationships, (3.79±0.65) in personalization, (3.26±0.53) in student involvement. There were no statistically significant differences in the total score of NCLES of nursing students among different sexes, educational background and internship stages (P>0.05). However, there were statistically significant differences in the scores of the dimension of student involvement among different educational background and sexes (P<0.05). Conclusions The evaluation of nursing students on clinical learning environment is on an average level especially in the respects of personalization and student involvement. This points out that the clinical learning environment of nursing students needs to be constantly improved. In the aspect of student involvement, targeted teaching should be adopted for nursing students according to different sexes and educational background.